Lesson Plan Strategies and Resources
Mitigation of patient falls will be the focus of this teaching process. This assessment’s learning context is patient fall reduction for the Latino community, whose requirements have never been considered by fall prevention initiatives. The lesson’s instruction context will focus on the many strategies for preventing elderly Latinos from falling. Furthermore, it will instill capabilities to enhance the demographic’s capacity to decrease falls and impediments that hamper preventative measures. Consequently, it will assist nursing students in developing the skills necessary to operate in diverse cultural areas. This examination has two instructional outcomes: first, the lesson’s primary objective is to characterize the impact of falls on the Latino aging population and to identify their possible strengths and hurdles concerning falls. Second, the lesson attempts to determine the level of interest in different fall prevention strategies, which can be used to further certain fall prevention activities.
Anticipated Types of Learners for Proposed Lesson
Visual Learners
A person with a predisposition for visual learning prefers to see and perceive things, such as drawings, schematics, and written instructions. Consequently, this is also the spatial educational experience (Carvalho et al., 2020). Students who are visual learners comprehend knowledge properly when it is given visually. Carvalho et al. (2020) enumerate that in a classroom environment, these students would appreciate the utilization of a whiteboard or smartboard, as they are the most innovative pedagogical tools for educating them. Moreover, being allowed to create illustrations and explanations on the board or requesting that they brainstorm illustrations related to the subject they are discovering is essential. For example, since the topic of discussion requires the provision of statistics to reinforce instruction, implementing visual cues such as PowerPoint, charts, and projectors would necessitate such kind of learners. Consequently, because additional processing time may be needed to examine the visual clues presented, visual learners are highly anticipated to execute the proposed lesson.
Culturally and Linguistically Diverse (CLD) Learners
A diverse cultural and linguistic learner originates from a household where a dialect other than English is spoken and whose social traditions and heritage may deviate from the dominant culture. Currently, individuals may also be recognized as limited English proficient (LEP), linguistic minority students, and English-language learners (ELL). The US population has become more diversified during the previous decades. According to Lewis et al. (2021), in 1980, 23.1 million Americans spoke a language other than English at home, contrasted to 55.4 million in 2007, a 140% rise when the US population increased by 34%. In approximately one-fifth of American families, a language other than English is spoken (Lewis et al., 2021). By 2026, non-Anglo-American and Hispanic enrolment is predicted to reach roughly 70% of overall enrollment (Lewis et al., 2021). Thus, by this point, nearly 25% of trainees will come from non-English-speaking households (Lewis et al., 2021). Therefore, with such statistics, the likelihood of meeting such learners in the presentation of the lesson is higher. The adult Latino patients, to whom the topic is intended, would fall under this category.
Postsecondary Education Learners
Postsecondary instruction encompasses diploma and certificate courses that culminate in a degree. In addition, the program leads to other degree thresholds that include: associate, undergraduate, first professional, master, extended postgraduate, and research Ph.D. (Trainor et al., 2019). Results from the lesson plan created in the previous assignment indicate a high likelihood of falls for individuals within the Latino population. Additionally, over half of such patients have more than five risk factors, the most common being vision impairment and polypharmacy. Therefore, the topic is an area of interest among many scholars who want to further the research to gain more insight into the problem. Therefore, this group of learners is likely to be encountered in delivering the proposed lesson.
Teaching Strategies and Learning Activities
Teaching techniques, also known as pedagogical approaches, are employed by teachers to present course information that maintains students’ interest and allows them to practice various skill sets. According to the unit of content, academic rank, student attendance, and available teaching aids, an educator may employ various instructional methods (Young & Seibenhener, 2018). Various instructional tactics are utilized to attain teaching and learning objectives and serve various students. Learning activities are teacher-designed or -implemented exercises that facilitate or establish the environment for learning (Young & Seibenhener, 2018). The following, as discussed, are the various instructional tactics and practices that would be utilized in the teaching of the proposed lesson.
Inquiry-Based Learning
Inquiry-based learning is a method of education that stresses the role of the learner in the educational process. Instead of the educator informing students what they must grasp, they are urged to investigate the content, pose questions, and share their opinions. The strategy employs many learning approaches, such as small-group discussions and guided instruction. Instead of memorization, students engage in experiential learning. This enables students to gain knowledge through inquiry, encounter, and conversation. This tactic would be essential in accomplishing the two teaching objectives by incorporating question-based learning activities. Question-based practices, asking and responding to questions, would form an important learning activity in realizing the lesson’s aims. Question-related inquiry is a teach-thought paradigm for acquiring knowledge through formulating and reviewing inquiries over a specified period. This combines with student-led or self-directed training, in which learners pose their concerns, which, if conducted appropriately for the student, should lead to more durable questioning.
In engaging these diverse learners to create a positive learning environment, I would give them a voice and a choice in classroom discussions. When students believe that their contributions to classroom activities are valued, they are inclined to feel comfortable speaking in the presence of their peers. Encouraging learner confidence begins with offering students an opportunity to voice their thoughts, take calculated risks, and determine how they learn most effectively. This enhances self-assurance, which contributes to a more favorable educational setting. Providing individuals with more learning options increases their participation in decisions that affect their learning. If students believe their contributions matter, they may appear more engaged and exert more effort in class.
The rationale for selecting the above pedagogical technique is that it encourages students to express their thoughts and inquiries regarding a topic. This increases students’ enthusiasm for the content and offers them tools they may use to keep learning subjects that captivate them. Moreover, as a sort of active learning, this strategy encourages individuals to participate in the learning process actively. By allowing students to investigate issues, develop their relationships, and address questions, they are capable of learning.
Cooperative Learning
Cooperative learning is the educational use of small clusters to optimize participants’ and each other’s understanding through collaboration. Fundamental to collaborative learning is demonstrating the benefits of interconnectedness while emphasizing the significance of personal accountability (Loh & Ang, 2020). Students’ learning objectives may be designed to encourage communal, competitive, or independent endeavors. Thus, in teaching the proposed lesson, every classroom’s educational activities will be directed at achieving objectives and are performed according to an objective structure.
The learning activity for this instructional approach would be group discussion activities. Small-group conversation is a student-centered approach that enables students to participate proactively in the teaching-learning experience and behave as collaborators. In the presentation of the lesson, I would allow learners to deal with their peers through discussion and idea exchange. As such, they will acquire the ability to form a collective consensus. Additionally, students will complete shared tasks such as information exchange exercises in teams to increase their comprehension knowledge.
Partnerships among learners would be implemented in using this strategy to engage diverse learners and create a productive instructional environment. Before allowing students to work together in groups or duets, I will contemplate explaining the requirements and rationale for collaborating to facilitate fruitful collaboration. It is advantageous for students as it allows them to recognize their aim and why they collaborate (Loh & Ang, 2020). In addition, I would form groups according to the abilities and interests of each individual so that all students participating together may add to the assignment’s or program’s overall purpose.
The rationale for selecting this pedagogical methodology is highlighted below. Since it is impractical for all learners to have numerous one-on-one instructor interactions, work teams can lessen students’ reliance on their educators for supervision, behavior control, and performance measurement. In addition, the structure of collaborative interdependence enhances individuals’ psychological responsiveness and interaction capabilities. Finally, students are ultimately responsible for decision-making and dispute management due to interactive learning preparation. Therefore, in times of transition and uncertainty, it is essential to have an encouraging and growth-oriented joint educational experience.
Anticipatory Set
The phrase anticipatory set is used in teaching to describe instruction, lesson preparation, and classroom practices. In addition, McConnell et al. (2020) insinuate that anticipatory sets are academic exercises that prepare the setting for instruction and the presentation of new information. It takes place at the beginning of each class and is intended to stimulate involvement, encourage participation, assess prior knowledge, and construct a connection between current understanding and upcoming material. Additional terminology for anticipatory pieces is learning hooks and set introduction. Regarding the proposed topic, the following anticipatory sets will be used to stimulate past knowledge and encourage critical thinking.
I would play a short video illustrating people falling due to different circumstances. Short films are potent fragments open to a great deal of imagination. Students enjoy debating them because they are original and fascinating. Since the presentation revolves around mitigating patient falls, this clip would arouse their interest in the proposed lesson. Next, I will allow learners to formulate their concerns regarding the subject. For instance, based on the anticipated topic Preventing Falls among Patients, I will present each learner with an empty Google Slide as part of a whole-class discussion after viewing the short video. I will urge them to provide topic-related GIFs, emojis, responses, and inquiries on the slide. Finally, I would pose the following questions on the board for the students to brainstorm on:
- Were there any ways that the falls could have been prevented?
- Do you think the individuals sustained any severe or minor injuries?
- Do you think the falls could have been prevented?
- Do such falls happen among patients? Both young and aged?
Instructional Resources
Identifying instructional resources that fulfill the requirements of learners and suit the limits of the learning and classroom context is essential for successful teaching. Educational materials are the supplies a teacher uses to facilitate training. They consist of visual and audio-visual assistance and may be either tangible or intangible (Boso et al., 2020). These teaching aids motivate students to learn by thereby bringing learning to life. However, meticulously prepared lectures and exercises pose the danger of putting more emphasis on the professor’s performance than on student achievement (Boso et al., 2020). The following, as discussed, are some of the instructional resources I will use to teach the anticipated topic.
Simulations
An instructional simulation is a training tool that assesses learners’ understanding and ability levels by putting them in problem-solving environments. Simulation-based learning has been touted as a mechanism to confront students’ assumptions. It encourages higher-order training, which fosters critical thinking skills and independent learning. According to Mulyadi et al. (2021), students who engage in experiential learning have a deeper comprehension of their subject material than those who attend standard lecture-only classes. In addition, when learners engage in classes that utilize simulations, they view themselves as more competent practitioners than individuals in classrooms that do not employ simulations. For example, concerning the proposed topic, nursing students may learn about preventing patient falls; hands-on experience will make them feel significantly more confident. Practicing with simulated or actual patients in a specialized medical setting, such as a clinical skills laboratory, enables students to develop the ability to make correct choices at various moments throughout a situation.
Handouts
Handouts can be a valuable instructional tool, whether professionally made works of art or hand-lettered pages. They are most successful when structured as per an instructor’s class’s anticipated learning objectives. In the presentation of the topic, images, drawings, infographics, charts, figures, flowcharts, and maps will be used to supplement lecture notes. A clear, well-labeled image can substitute a substantial amount of text or speech, as many themes and operations are challenging to describe using simple words (Boso et al., 2020). In addition, I might draw the students’ awareness to crucial visual components in the presentation as I describe the issue. The handouts for in-class activities include short written activities to assess students’ comprehension. These activities would be utilized in class so I can instantly examine them and remedy any deficiencies in the learners’ knowledge ahead of the following study phase.
Principles of Student-Centeredness and Adult Learning
Learner-centered learning is a concept or education method aimed to accommodate each participant’s unique requirements. Metacognitive and psychological elements, motivational and affective factors, developmental and interpersonal considerations, and individual difference variables comprise the learner-centeredness concepts (Ogisu, 2022). The elements of adult learning include self-direction, change, expertise, guidance, intellectual alignment, motivation, and education preparedness (Rothwell, 2020). My lesson plan exemplifies the following principles as outlined in this section.
Firstly, the inquiry-based approach to teaching meets the cognitive and metacognitive principles of student-centeredness learning. On the other hand, the technique fulfills the readiness to learn the concept of adult instruction. Therefore, with assistance and instructional supervision, I will assist each student in the long-term creation of significant, integrated content depictions. Secondly, using simulations as an instructional resource to present the anticipated topic satisfies the experiential principle of adult education. Adults will actively engage in the educational setting and then remark on what functioned and was unsuccessful. Consequently, for learner-centeredness, simulations attain the developmental and interpersonal considerations characteristic. Through imaginative and critical thought, students will inhibit higher-order thinking in determining and assessing comprehension. Finally, the cooperative learning methodology incorporated as a teaching technique meets the self-directedness principle of adult training. While working as a group, individuals tend to be self-motivated in fulfilling team needs. For student-centeredness, the strategy satisfies the motivational and affective factors.
References
Boso, C. M., van der Merwe, A. S., & Gross, J. (2020). Critical thinking skills of nursing students: Observations of classroom instructional activities. Nursing Open, 7(2), 581-588. Web.
Carvalho, A., Teixeira, S. J., Olim, L., de Campanella, S., & Costa, T. (2020). Pedagogical innovation in higher education and active learning methodologies: A case study. Education+ Training, 63(2), 195-213. Web.
Lewis, L. C., Rivera, A., & Roby, D. (2021). Identifying & serving: Culturally and linguistically diverse gifted students. Routledge.
Loh, R. C. Y., & Ang, C. S. (2020). Unraveling cooperative learning in higher education: A review of research. Research in Social Sciences and Technology, 5(2), 22-39. Web.
McConnell, C., Conrad, B., & Uhrmacher, P. B. (2020). Lesson planning with purpose: Five approaches to curriculum design. Teachers College Press.
Mulyadi, M., Tonapa, S. I., Rompas, S. S. J., Wang, R. H., & Lee, B. O. (2021). Effects of simulation technology-based learning on nursing students’ learning outcomes: A systematic review and meta-analysis of experimental studies. Nurse Education Today, 107, 1-10. Web.
Ogisu, T. (2022). Student-centeredness as a global pedagogy? In Reforming Pedagogy in Cambodia (pp. 25-45). Springer.
Rothwell, W. J. (2020). Adult learning basics. American Society for Training and Development.
Trainor, A. A., Newman, L., Garcia, E., Woodley, H. H., Traxler, R. E., & Deschene, D. N. (2019). Postsecondary education-focused transition planning experiences of English learners with disabilities. Career Development and Transition for Exceptional Individuals, 42(1), 43-55. Web.
Young, D., & Seibenhener, S. (2018). Preferred teaching strategies for students in an associate of science nursing program. Teaching and Learning in Nursing, 13(1), 41-45. Web.